<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-6655</journal-id>
<journal-title><![CDATA[Análisis económico]]></journal-title>
<abbrev-journal-title><![CDATA[Anál. econ.]]></abbrev-journal-title>
<issn>2448-6655</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma Metropolitana, Unidad Azcapotzalco, División de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-66552022000200125</article-id>
<article-id pub-id-type="doi">10.24275/uam/azc/dcsh/ae/2022v37n95/santillan</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Descomposición de la desigualdad del rendimiento escolar por condición de pobreza en estudiantes mexicanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Decomposition of the inequality of school performance by the condition of poverty in Mexican students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santillán Hernández]]></surname>
<given-names><![CDATA[Alma Sofía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Sánchez]]></surname>
<given-names><![CDATA[Juan Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de Hidalgo Instituto de Ciencias Básicas e Ingenierías ]]></institution>
<addr-line><![CDATA[ Hidalgo]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma del Estado de Hidalgo Instituto de Ciencias Económico Administrativas ]]></institution>
<addr-line><![CDATA[ Hidalgo]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>37</volume>
<numero>95</numero>
<fpage>125</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-66552022000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-66552022000200125&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-66552022000200125&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Con los puntajes de pruebas nacionales estandarizadas de matemáticas y lenguaje y comunicación de estudiantes mexicanos de educación primaria y secundaria, se analiza la diferencia en el rendimiento escolar según la condición de pobreza, se usan métodos de descomposición tanto en el promedio como por cuantiles y se identifican las partes que explican las desigualdades ya sea por características observables o por retornos. En secundaria, para lenguaje y comunicación la mayor parte de la diferencia entre los grupos se explica por las características individuales observables; en matemáticas la explicación es por los retornos. En primaria, para ambos campos de formación, la desigualdad se debe a los retornos. En los dos niveles educativos la brecha es más grande para los estudiantes de mayor aprovechamiento escolar. También es más pronunciada en lenguaje y comunicación que en matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The difference in school performance according to the condition of poverty is analyzed. The scores of standardized national tests of mathematics and language and communication of Mexican students of primary and secondary education are used. The difference is decomposed in the average and by quantiles to identify the portions due to the observable characteristics and the returns. In secondary, for language and communication, most of the difference between groups is explained by the observable characteristics, for both fields of education, inequality is due to returns. At both levels of education, the gap is larger for students with higher school achievement. It is also more pronounced in language and communication than in mathematics.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación primaria]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria, pobreza]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="en"><![CDATA[Primary education]]></kwd>
<kwd lng="en"><![CDATA[junior high school]]></kwd>
<kwd lng="en"><![CDATA[poverty]]></kwd>
<kwd lng="en"><![CDATA[school performance]]></kwd>
</kwd-group>
</article-meta>
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